Kenneth S. Goodman

Eric J. Paulson

Alan D. Flurkey

This book provides research-based insights that deepen and broaden current understandings of the nature of reading. Informed by psycholinguistic and sociolinguistic views of reading-as-meaning-construction, the studies build on principles of scientific realism – an approach to inquiry that incorporates and values a wide variety of methods of observation to find the most inclusive, ecologically valid description of the reading process as it is observed in a variety of contexts from a wide range of perspectives. Focusing on how facts are discovered, developed, and used in the construction of knowledge about reading – a data-driven and theory-driven construction that results from observing the reading process with a variety of tools, methods, disciplines, and conceptual frameworks – scientific realism goes beyond rationalism and experimentation to include studies of events and experiences, but still satisfies even the most narrow definitions of what state and national lawmakers refer to as "reliable and replicable research on reading." Each study in this volume breaks ground for a new line of reading research underpinned by the theory of reading based in scientific realism. Scientific Realism in Studies of Reading is directed to reading researchers, teacher educators, reading specialists, special educators, graduate students, and related education professionals in the disciplines of applied psycholinguistics and sociolinguistics, and is appropriate as a text for advanced courses in these areas.

Scientific Realism in Studies of Reading

An evaluation of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS).

What it Is, what it Does

The Truth about DIBELS

E. Brooks Smith

Robert Meredith

Language and Thinking in the Elementary School

The Psycholinguistic Nature of the Reading Process

Roger Rapoport

Patrick Shannon

Ken Goodman

Yetta Goodman

"Saving Our Schools exposes the ugly side of President George Bush's "No Child Left Behind" mandate, which has threatened to close more than 6,000 public schools, to the detriment of dedicated teachers and disadvantaged children alike. Revealing how NCLB forces schools with strictly limited resources to teach its children test-taking skills in a desperate bid to pass high-stakes standardized testing, and how the government blacklists successful professors, institutions, and methods that balk the NCLB party line, and much more, Saving Our Schools warns of an immediate threat to the integrity of public education and urges the reader to take action. An eye-opening social commentary, of keen importance in determining the nation's future. -Midwest Book Review

The Case for Public Education : Saying No to "No Child Left Behind"

Saving Our Schools

Carolyn L. Burke

Study of Children's Behavior While Reading Orally

Yetta M. Goodman

Ken and Yetta Goodman’s professional work has been a lifelong collaboration, informed by shared philosophical strands. An overarching goal has been to provide access for all children to literacy and learning and to inform and improve teaching and learning. Each also is recognized for specific areas of focus and is known for particular concepts. This volume brings together a thoughtfully crafted selection of their key writings, organized around five central themes: research and theory on the reading process and written language development; teaching; curriculum and evaluation; the role of language; advocacy and the political nature of schooling. In the World Library of Educationalists, international scholars themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and/practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself.

The Selected Works of Kenneth S. Goodman and Yetta M. Goodman

Making Sense of Learners Making Sense of Written Language

Shaomei Wang

Mieko Iventosch

This book refutes the common Western belief that non-alphabetic writing systems (Chinese, Japanese. Korean) are hard to learn or to use, and offers practical theory-based methodology for the teaching of literacy in these languages to first and second language learners.

Making Sense of Written Texts in Chinese, Japanese, and Korean

Reading in Asian Languages

Olive S. Niles

Essays examine reading as an information gathering process and as an essential part of any program of education

Reading Process and Program

Goodman makes the highly complex process of reading easy to understand. He involves his readers in examining their own reading, and he provides real language examples from real children reading real texts.

On Reading

Kenneth S. Goodman

Books

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